Cherokee County School District Student Performance Standards Unit Guides - Social Studies: Seventh Grade

Transcription

1 Unit The Modern Middle East SS7H2. SS7G5. SS7G7. SS7G8. The student will analyze continuity and change in Southwest Asia (Middle East) leading to the 21st century. b) Explain the historical reasons for the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, the Holocaust, anti- Semitism, and Zionism in Europe. c) Describe how land and religion are reasons for continuing conflicts in the Middle East. d) Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf conflict and invasions of Afghanistan and Iraq. The student will locate selected features in Southwestern Asia a) Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip. b) Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey. The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia a) Explain how the distribution of oil has affected the development of Southwest Asia b) Describe how the deserts and rivers of Southwest Asia (Middle East) have affected the population in terms of where people live, the type of work they do, and how they travel. The student will describe the diverse cultures of the people who live in Southwest Asia b) Explain the diversity of religions within the Arabs, Persians, and Kurds. c) Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity. d) Explain the reason for the division between Sunni and Shia Muslims. e) Evaluate how the literacy rate affects the standard of living. SS7CG4. The student will compare and contrast various forms of government. a) Describe the ways government systems distribute power: unitary, confederation, and federal. b) Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c) Describe the two predominant forms of democratic governments: parliamentary and presidential. SS7CG5. The student will explain the structures of the national governments of Southwest Asia a) Compare the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi Arabia, and the theocracy of the Islamic Republic of Iran, distinguishing the form of leadership and the role of the citizen in terms of voting rights and personal freedoms. 1

2 Unit Impact of Environment and Economy on Southwest Asia (Middle East) SS7G6. SS7G7. SS7E5. SS7E6. SS7E7. The student will discuss environmental issues across Southwest Asia (Middle East). a) Explain how water pollution and the unequal distribution of water impacts irrigation and drinking water. The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia a) Explain how the distribution of oil has affected the development of Southwest Asia b) Describe how the deserts and rivers of Southwest Asia (Middle East) have affected the population in terms of where people live, the type of work they do, and how they travel. The student will analyze different economic systems. a) Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce. b) Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c) Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey. The student will explain how voluntary trade benefits buyers and sellers in Southwest Asia a) Explain how specialization encourages trade between countries. b) Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c) Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC). d) Explain why international trade requires a system for exchanging currencies between nations. The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran. a) Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b) Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c) Explain the role of oil in these countries economies. d) Describe the role of entrepreneurship. 2

3 Unit Origins of Modern Southwest Asia (Middle East) SS7H2. SS7G8. The student will analyze continuity and change in Southwest Asia (Middle East) leading to the 21st century. a) Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire led to regional conflict. b) Explain the historical reasons for the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, the Holocaust, anti- Semitism, and Zionism in Europe. c) Describe how land and religion are reasons for continuing conflicts in the Middle East. d) Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf conflict and invasions of Afghanistan and Iraq. The student will describe the diverse cultures of the people who live in Southwest Asia b) Explain the diversity of religions within the Arabs, Persians, and Kurds. c) Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity. d) Explain the reason for the division between Sunni and Shia Muslims. 3

4 Unit Southern and Eastern Asia in the 220 th Century and Today SS7G9. SS7G11. The student will locate selected features in Southern and Eastern Asia. a) Locate on a world and regional political-physical map: Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert, Taklimakan Desert, Himalayan Mountains, and Korean Peninsula. b) Locate on a world and regional political-physical map the countries of China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam. The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia. a) Describe the impact climate and location has on population distribution in Southern and Eastern Asia. b) Describe how the mountain, desert, and water features of Southern and Eastern Asia have affected the population in terms of where people live, the types of work they do, and how they travel. SS7G12. The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia. b) Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism and the philosophy of Confucianism. c) Evaluate how the literacy rate affects the standard of living. SS7CG6. The student will compare and contrast various forms of government a) Describe the ways government systems distribute power: unitary, confederation, and federal. b) Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c) Describe the two predominant forms of democratic governments: parliamentary and presidential. SS7CG7. The student will demonstrate an understanding of national governments in Southern and Eastern Asia. a) Compare and contrast the federal republic of The Republic of India, the communist state of The People s Republic China, and the constitutional monarchy of Japan, distinguishing the form of leadership and the role of the citizen in terms of voting rights and personal freedoms. 4

5 Unit Impact of Environment and Economy on Southern and Eastern Asia SS7G10. The student will discuss environmental issues across Southern and Eastern Asia. a) Describe the causes and effects of pollution on the Yangtze and Ganges Rivers. b) Describe the causes and effects of air pollution and flooding in India and China. SS7E8. SS7E9. The student will analyze different economic systems. a) Compare how traditional, command, market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce. b) Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c) Compare and contrast the economic systems in China, India, Japan, and North Korea. The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia. a) Explain how specialization encourages trade between countries. b) Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c) Explain why international trade requires a system for exchanging currencies between nations. SS7E10. The student will describe factors that influence economic growth and examine their presence or absence in India, China, and Japan. a) Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b) Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c) Describe the role of natural resources in a country s economy. d) Describe the role of entrepreneurship. Unit - Historical Background for Southern and Eastern Asia SS7H3. The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century. a) Describe how nationalism led to independence in India and Vietnam. b) Describe the impact of Mohandas Gandhi s belief in non-violent protest. c) Explain the role of the United States in the rebuilding of Japan after WWII. d) Describe the impact of Communism in China in terms of Mao Zedong, the Great Leap Forward, the Cultural Revolution, and Tiananmen Square. e) Explain the reasons for foreign involvement in Korea and Vietnam in terms of containment of Communism. 5

6 Unit Africa Today SS7G1. SS7G3. SS7G4. The student will locate selected features of Africa. a) Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert. b) Locate on a world and regional political-physical map the countries of, Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, Sudan and South Sudan. The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa. a) Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel. The student will describe the diverse cultures of the people who live in Africa. b) Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups. c) Evaluate how the literacy rate affects the standard of living. SS7CG1. The student will compare and contrast various forms of government. a) Describe the ways government systems distribute power: unitary, confederation, and federal. b) Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c) Describe the two predominant forms of democratic governments: parliamentary and presidential. SS7CG2. The student will explain the structures of the modern governments of Africa. a) Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms. b) Explain how political, economic, and social conflicts resulted in the independence of South Sudan. SS7CG3. The student will analyze how politics in Africa impacts standard of living. a) Compare how various factors, including gender, affect access to education in Kenya and Sudan. b) Describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa. 6

7 Unit - Impact of Environment and Economy on Africa SS7G2. SS7E1. SS7E2. SS7E3. The student will discuss environmental issues across the continent of Africa. a) Explain how water pollution and the unequal distribution of water impacts irrigation, trade, industry, and drinking water. b) Explain the relationship between poor soil and deforestation in Sub-Saharan Africa. c) Explain the impact of desertification on the environment of Africa from the Sahel to the rainforest. The student will analyze different economic systems. a) Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce. b) Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c) Compare and contrast the economic systems in South Africa and Nigeria. The student will explain how voluntary trade benefits buyers and sellers in Africa. a) Explain how specialization encourages trade between countries. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. b) Explain why international trade requires a system for exchanging currencies between nations. The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa. a) Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b) Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c) Explain how the distribution of diamonds, gold, uranium, and oil affects the economic development of Africa. d) Describe the role of entrepreneurship. Unit - Connecting Africa s Past with Africa s Present SS7H1. Unit - Your Financial Future SS7E4. The student will analyze continuity and change in Africa leading to the 21st century. a) Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries. b) Explain how nationalism led to independence in South Africa, Kenya, and Nigeria. c) Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk. d) Explain the impact of the Pan-African movement. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing. 7